scholarly journals Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

2012 ◽  
Vol 29 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Mark Kavenagh ◽  
Elizabeth Freeman ◽  
Mary Ainley
Keyword(s):  
Teacher Perceptions ◽  
Student Teacher ◽  
Help Seeking ◽  
Strong Relationship ◽  
Adolescent Boys ◽  
Teachers Perceptions ◽  
Student Teacher Relationship ◽  
English Class ◽  
Teacher Student ◽  
Teachers And Students

Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

scholarly journals Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

2019 ◽  
Author(s):  
Kashif Raza
Keyword(s):  
Student Teacher ◽  
Mixed Methods Research ◽  
Faculty Perceptions ◽  
English Studies ◽  
Student Expectations ◽  
Faculty Expectations ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
English Faculty ◽  
Gulf Arab

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

scholarly journals An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?

2018 ◽  
Vol 19 (1) ◽  
pp. 3-19
Author(s):  
Drew Bird ◽  
Katy Tozer
Keyword(s):  
Student Teacher ◽  
Research Methodology ◽  
Teaching Practice ◽  
Solo Performance ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Self Study ◽  
Theatrical Performance ◽  
The Impact ◽  
Opening Up

With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.

STUDENTS AND TEACHERS IN THE DIGITAL SPACE

2021 ◽  
pp. 143-147
Author(s):  
E. A. Lesnykh ◽  
Keyword(s):  
Information Technologies ◽  
Effective Interaction ◽  
Student Interaction ◽  
The Self ◽  
Digital Space ◽  
Advantages And Disadvantages ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teachers And Students ◽  
Pedagogical Environment

The paper considers the challenges in the modern pedagogical environment and in the education system, in connection with the transition to the digital space. It is noted that information technologies and the ability to work with them come to the fore in education. It is established that the student-teacher relationship is changing, and the student-technology relationship is becoming stronger every year. The rationale for the self-organization of teachers and students for effective interaction is given. The main advantages and disadvantages of distance learning and teacher-student interaction in an electronic environment are considered.

scholarly journals A viabilidade de uso do lúdico nas aulas de língua inglesa

2017 ◽  
Vol 1 ◽  
pp. 103
Author(s):  
Rafael Pires Pinheiro ◽  
Daniele Socorro Ribeiro Da Silva
Keyword(s):  
Qualitative Research ◽  
Student Teacher ◽  
Human Beings ◽  
Recreational Activities ◽  
Student Teacher Relationship ◽  
English Classes ◽  
English Class ◽  
Index Terms ◽  
Reading Texts

<p align="justify"><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>Este trabalho visa discutir a viabilidade da utilização do lúdico nas aulas de inglês através de referenciais teóricos, a fim de promover uma maior compreensão e aprendizado por parte dos alunos, estimular a relação professor-aluno, além de observar os resultados que o lúdico pode trazer para o fortalecimento do conhecimento e para o desenvolvimento do ser humano. É uma pesquisa bibliográfica qualitativa que teve como base trabalhos de vários professores/pesquisadores que abordam a ludicidade nas fases infantil, adolescente e adulta, assim como o uso do lúdico nas aulas de inglês por meio de propostas metodológicas sugeridas por alguns pesquisadores no decorrer do estudo. Através da leitura dos textos, foi possível observar que a ludicidade é muito importante como incentivo para os alunos obterem maior conhecimento sobre a língua. Todos os profissionais que realizaram atividades lúdicas em sala de aula alcançaram os seus objetivos.</span></span></span></p><p align="justify"><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span><strong>Termos para indexação: </strong></span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span>a</span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span>prendizado, conhecimento, lúdico</span></span></span></p><p lang="en-US" align="justify"><span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;">This study discuss the feasibility of using playful activities in English class in order to promote a greater understanding and learning by students, encourage student-teacher relationship, besides observing the results that the playful activities can bring to the strengthening of knowledge and the development of human beings. It is a bibliographical qualitative research which was based on the work of several teachers / researchers who deal with playfulness on childhood, adolescence and adulthood, as well as the use of playful activities in English classes. By reading texts it was possible to observe that playfulness is a very important incentive for students to gain greater knowledge of the language. All professionals analyzed, who performed recreational activities in the classroom, have achieved their goals.</span></span></span></p><p><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US"><strong>Index terms</strong></span></span></span></span><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US"><strong>: </strong></span></span></span><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">l</span></span></span><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">earning, knowledge, playful activities</span></span></span></p>

scholarly journals Determination of Student Opinions on Usage of Social Media and Mobile Tools in Student-Teacher, Student-Student Communication

2019 ◽  
Vol 14 (22) ◽  
pp. 19
Author(s):  
Hasan Denizalp ◽  
Fezile Ozdamli
Keyword(s):  
Social Media ◽  
Student Teacher ◽  
Mobile Applications ◽  
Communication Technologies ◽  
Student Opinions ◽  
Teacher Student ◽  
Technological Advances ◽  
Teachers And Students ◽  
New Generation ◽  
The Impact

Since Depending on technological advances, development of social media and mobile applications today reshape communication, education and teaching system. The extent to which social media and mobile applications which are especially used by new generation youth frequently will be beneficial in student-teacher and student-student communication is becoming more and more important. This research is based on the opinions of students on the usage of social media and mobile applications in education which take considerable time of teachers and students, social networks and mobile applications were used with the purpose of communication in science and communication technologies for 12 weeks. Thirty-five teacher candidates attended the study. At the end of the application interviews were held with 20 students and according to the findings obtained, an effort was paid to determine the impact of social media and mobile applications in student-teacher and student-student communication. Discussions and recommendations on obtained findings were presented.

scholarly journals The Impact of Academic Press and Student Teacher Relationship on Childrens Emotional Adjustment

2019 ◽  
Vol 3 (1) ◽  
pp. 91
Author(s):  
Fadilla Ayuningtyas ◽  
Sofia Hartati ◽  
Tjipto Sumadi
Keyword(s):  
Student Teacher ◽  
Emotional Adjustment ◽  
Survey Method ◽  
Short Version ◽  
Academic Press ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Negative Effect ◽  
The Impact ◽  
Positive Effect

The purpose of this study is to examine the impact of the academic press and student teacher relations on emotional adjustment in children aged 7-8 years. This study used a survey method with 132 respondents in East Jakarta, selected using stratified multistage cluster random sampling. Data collection uses three research instruments in the form of scales 1-3 which is adapted and developed from research indicators using student academic survey press with reliability values (α = .465), short version Student Teacher Relationship Scale (α = .599), and School Liking and Avoidance Questionnaire (α = .715). The results showed that 1) academic press did not had a direct negative effect on emotional adjustment, 2) teacher-student relations had a direct positive effect on emotional adjustment, and 3) academic press and teacher relations simultaneously had a positive effect on emotional adjustment which explained indirect effect of the academic press on emotional adjustment through student teacher relations as a mediator. This indirect influence illustrates that in a state of high positive relations, the academic press's role that the teacher seeks is understood by students as a way for teachers to improve achievement and emotional adjustment. In addition, the positive effect was increasing greater when academic press related together with the teacher-student relationship compared to the partial effect of student relations on emotional adjustment. This greater effect requires a ranking of the partial correlation of the teacher-student relation which is above or greater than the ranking of the partial academic press only.

Student and teacher perceptions on student-teacher relationship quality: A middle school perspective

2018 ◽  
Vol 40 (1) ◽  
pp. 66-87 ◽  
Author(s):  
Sara L. Prewett ◽  
David A. Bergin ◽  
Francis L. Huang
Keyword(s):  
Middle School ◽  
Teacher Perceptions ◽  
Student Teacher ◽  
Emotional Support ◽  
Classroom Behavior ◽  
Sixth Grade ◽  
Social Emotional ◽  
School Students ◽  
Student Teacher Relationship ◽  
Teacher Relationships

This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.

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